- Phonemic Awareness: "I Hear the Speech Sounds in Words" See report.
- Developmental Reading Assessment (DRA) On-Grade Comprehension Score of 4. See report
- Quantity Discrimination: "I Know More Than, Less Than, and Equal To" See report.
- Addition and Subtraction Facts to 10. See report
- Test Proctors: Math Form
- Respectful: e.g., "I Keep My Hands, Feet, and Objects to Myself, I Use a Level 1 Voice in Class"
- Responsible: e.g. "I Clean Up my Space"
- Ready: e.g., "I am Where my Teacher Asks Me to Be, I do What my Teacher Asks the First Time"
- Safe e.g. "I keep myself and others safe by using safe hands."
At Washington, we strive to develop mindful, metacognitive learners who have growth mindsets.
Mindfulness can be defined as, "the practice of maintaining a nonjudgmental state of heightened or complete awareness of one's thoughts, emotions, or experiences on a moment-to-moment basis." Research indicates that mindful learners build willpower, confidence and self-awareness through practices such as meditation, contemplation, concentration and reflection.
Mindsets come in two forms -- fixed and growth. A person with a fixed mindset tends to believe in innate ability, while a person with a growth mindset tends to believe they acquire skills and knowledge through effort, experience and practice. In order to develop growth mindsets, teachers often provide students effort-based praise for attempting and persevering through challenging work.
Meta-cognitive learners know how their own minds work. Those who are aware of and understand their own thought processes tend to develop more efficient study habits, memory, logic, and problem-solving skills. To cultivate meta-cognition, teachers often ask students to explain how they thought through a problem.
- Active: "I Play and Move"
- Eating Habits: "I Eat Healthy Foods"
- Additional support and guidance provided by Farm2School
- Psychosocial: "I Am Kind to Myself and Others"